Triadic Dialogue Research Articles

Johanna Eleonora Petersens Gespräche des Hertzens mit GOTT (1689) zwischen Gebet, Selbstgespräch und Dialog

Abstract J. E. Petersen’s Gespräche des Hertzens mit GOTT (Conversations of the Heart with GOD) is a soliloquy in the form of prayer that stages dialogue. Its complexity can be illustrated by two communication complexes. A first communication complex comprises the triadic dialogue between the Ego and an inner corresponding You – immanent in a single individual –, mediated by God. It can offer a moment of contemplation to the readers. In a scheme based on the religious history of Pietism the Ego in the confession of the Bible word turns equally to its inner You and to God. Mediated by the Holy Spirit, a personal experience of the scriptural word is evoked, leading to self-conviction. During this praxis pietatis, the reader takes over the position of the praying person – that is the Ego and the You. Petersen’s ‘Heart-Conversations’ are paradigmatic for a connection of literary studies and religious studies: on the one hand, for a communication scheme-based justification of the dialogical in the soliloquy and, on the other hand, as a communication complex of the staged, performative dialogue in pietistic written prayer.

The Use of Triadic Dialogue and Translanguaging to Teach Conventions and Properties During Trouble-Spots in Multilingual Algebra Classrooms

The Use of Triadic Dialogue and Translanguaging to Teach Conventions and Properties During Trouble-Spots in Multilingual Algebra Classrooms

Teachers’ use of language in multilingual mathematics classrooms during trouble-spots

Mathematics teaching in a foreign language may lead to discrimination for some learners specifically during trouble-spots that require the construction of shared-nderstanding. This research compares teacher-learner interaction in two classrooms of Lebanon where mathematics is taught in a foreign language. Eighteen lessons were recorded and transcribed, and utterances of teacher and learners were coded at the levels of: school; session; interlocutor; language use; move and function. Quantitative analysis of language use and qualitative illustrations of representative sequences are reported. The triadic dialogue as the dominant mode of interaction and the multilingual nature of language were found unique aspects of classroom teacher talk. Differences in the roles of language as a resource for meaning-making were also identified. Findings are discussed within sociocultural and ethnomethodological views of language as a medium to achieve mathematics teaching and learning.

ОБ ОСНОВНЫХ ПСИХОЛИНГВИСТИЧЕСКИХ ОСОБЕННОСТЯХ ДИАЛОГИЧЕСКОГО ДИСКУРСА ТЕРЦИАРНОЙ РЕЧИ С АКТИВНЫМИ И ПАССИВНЫМ УЧАСТНИКАМИ

A silent bystander as a passive third participant in a two-person talk is presented and studied in the given article. The article studies the silent bystander’s significant role in a triadic dialogue, discovers psycholinguistic characteristics of a dialogue as a kind of tertiary speech including a silent bystander as a third person whose presence influences both the speakers. The author of the article classifies this silent bystander as an explicit and implicit silent bystander. The silent third person’s – silent bystander’s – presence in the speech situation has a specific influence on the speakers’ speech behaviour – both verbal and non-verbal – thus forming a special type of a dialogue, a triadic one. Both the speakers explicitly consider the silent bystander’s presence and it naturally affects the form as well as the content of their dialogical discourse, thus, enabling the researcher to include the silent bystander in the given communication act. The main criteria of relationship between the both speakers and the silent bystander are presented in the article. The thorough dialogues analysis brought to identifying sixteen types of triads with a wide range of silent bystander’s role. The chart showing the correspondence between the both speakers’ words and the bystander’s reaction to them is also given in the article under consideration.

Investigating Preschool Teachers’ In-Class Patterns of Interactions: Classroom Discourse Analysis Approach

Bu çalışma iki okul öncesi öğretmeninin sınıf içi öğretimlerinde ortaya çıkan etkileşim örüntülerinin incelenmesini amaçlamaktadır. Etkileşim örüntüleri üçlü bir diyalog yapısı ile gözlemlenebilir. Öğretmen bir soru ile diyaloğu başlatır, öğrenciden öğretmen sorusuna cevap sağlanır ve öğretmen verilen cevabın doğru/makul olup olmadığına karar verebilir, ya da cevabı genişleten/değiştiren ek açıklamalar yapabilir ya da cevapla ilgili başka bir soru sorabilir. Durum çalışması olarak tasarlanan bu araştırmanın katılımcılarını iki okul öncesi öğretmeni ve 52 okul öncesi öğrencisidir. Çalışmanın veri setini sınıf içi uygulamaların video kayıtları (n = 17, 302 dakika) oluşturmaktadır. Öğretmenler, araştırmacılar tarafından tasarlanan ve sınıf içi diyaloglara imkân sağlayan hikayeleştirilmiş ikilemleri öğrencileri ile tartışmışlardır. Öğretmenlerin söylemleri sosyokültürel söylem analizinin bir kolu olan sistematik gözlem yöntemi ile analiz edilmiştir. Sistematik gözlemlerde analiz birimi öğretmenlerin cümleleridir. Her bir öğretmen cümlesi hem teori hem de veri temelli olarak bu çalışma kapsamında geliştirilen Üçlü Etkileşim Örüntüsü Kodlama Kataloğu aracılığı ile kodlanmıştır. Öğretmenlerin üç farklı tipte etkileşim örüntüsünü farklı frekanslarla sergilediği görülmüştür: Başlat-Cevapla-Değerlendir (BCD), Başlat-Cevapla-Açıkla (BCA) ve Başlat-Cevapla-Takip Sorusu (BCT). Öğretmenlerin sıklıkla takip sorularını kullandığı (BCT) ve aynı zamanda sınıf söyleminde olgu ve durumları açıklayıcı (BCA) ya da öğrenci ifadelerini değerlendirici (BCD) söylemler sergilediği de belirlenmiştir. Ek olarak, öğretmenlerin diyaloglar esnasında hangi tür konuşma ikilisini; T-S (öğretmen-öğrenci) ve/veya S-S (öğrenci-öğrenci), tercih ettiği belirlenmiştir. Her iki öğretmenin de sınıf söylemine yoğun müdahalelerinin olduğu ve öğrenci – öğrenci arasında yaşanan diyalogların kısıtlı olduğu görülmüştür. Elde edilen bulgular doğrultusunda öğretmenlerin sınıf içi konuşmalarında oluşan ve entelektüel çıktıları etkileyebilen etkileşim örüntülerine yönelik bilinçli pedagojik-söylemsel farkındalığının geliştirilmesi için çeşitli önerilerde bulunulmuştur.

Big data research guided by sociological theory: a triadic dialogue among big data analysis, theory, and predictive models

Computational social science has integrated social science theories and methodology with big data analysis. It has opened a number of new topics for big data analysis and enabled qualitative and quantitative sociological research to provide the ground truth for testing the results of data mining. At the same time, threads of evidence obtained by data mining can inform the development of theory and thereby guide the construction of predictive models to infer and explain more phenomena. Using the example of the Internet data of China’s venture capital industry, this paper shows the triadic dialogue among data mining, sociological theory, and predictive models and forms a methodology of big data analysis guided by sociological theories.

Sınıf Söyleminin Öğretmenlerin Söylemsel Hamleleri Bağlamında Anlamları ve Formatları

The purpose of this study is to establish an argument regarding whether there is a true isomorphism between the formats and the meanings of classroom discourse. The meaning of classroom discourse signifies whether it is dialogic or authoritative (traditional vs. co-constructive). The format of the classroom discourse implies the basic unit of analyses of any conversational episode as either in the form of triadic dialogue; Initiate-Response-Evaluate (IRE), or other open-ended chains of IRE-based exchanges. As a general tendency, researchers concluded that the meanings and the formats of classroom discourse should have presumably matched each other. However, a critical examination of related studies, the expected isomorphism or matching may be radically altered and invisible when taking teacher discursive moves for co-construction of knowledge into consideration. Moreover, the concepts as “Learning Demand” and “Productive Disciplinary Engagement” were considered to advocate the argument that teacher discursive moves could be attached with more importance compared to any staged formats of IRE-based exchanges. It was also concluded that particular discursive usage purposes of teacher discursive moves may modify the expected matching between the formats and the meanings of classroom discourse.

Thermal Cameras as a Semiotic Resource for Inquiry in a South African Township School Context

Inquiry-based approaches to science education are central to recent South African primary and secondary school curricula, but have been found challenging to adopt in disadvantaged township contexts. It is therefore important to find ways of introducing inquiry-based approaches, where pupils are encouraged to investigate phenomena they are interested in and to engage in true dialogue, as opposed to teacher-led triadic dialogue. We typically experience thermal phenomena through the sense of touch, but infrared (IR) cameras provide an additional opportunity to experience heat-related phenomena through the visual sense. Previously, in a Swedish context, we have found that hand-held IR cameras allow for strong pedagogical affordances and inspire pupils to engage in inquiry in the area of thermal science. In the present case study, grade 7 and 8 pupils (13–14 years old) in two South African township schools were introduced to IR cameras during predict-observe-explain (POE) exercises on heat conduction. The results revealed that if pupils had a sufficient conceptual understanding of heat conduction beforehand, they were capable of engaging in true dialogue in relation to the exercises and interpreting the thermal camera visual imagery. However, if pupils did not show such understanding, it was tempting for them and the facilitator to resort to triadic dialogue.

The Use of Triadic Dialogue in the Science Classroom: a Teacher Negotiating Conceptual Learning with Teaching to the Test

The purpose of this research is to better understand the uses and potential of triadic dialogue (initiation-response-feedback) as a dominant discourse pattern in test-driven environments. We used a Bakhtinian dialogic perspective to analyze interactions among high-stakes tests and triadic dialogue. Specifically, the study investigated (a) the global influence of high-stakes tests on knowledge types and cognitive processes presented and elicited by the science teacher in triadic dialogue and (b) the teacher’s meaning making of her discourse patterns. The classroom talk occurred in a classroom where the teacher tried to balance conceptual learning with helping low-income public school students pass the national tests. Videos and transcripts of 20 grade 8 and 9 physical science sessions were analyzed qualitatively. Teacher utterances were categorized in terms of science knowledge types and cognitive processes. Explicitness and directionality of shifts among different knowledge types were analyzed. It was found that shifts between factual/conceptual/procedural-algorithmic and procedural inquiry were mostly dialectical and implicit, and dominated the body of concept development lessons. These shifts called for medium-level cognitive processes. Shifts between the different knowledge types and procedural-testing were more explicit and occurred mostly at the end of lessons. Moreover, the science teacher’s focus on success and high expectations, her explicitness in dealing with high-stakes tests, and the relaxed atmosphere she created built a constructive partnership with the students toward a common goal of cracking the test. We discuss findings from a Bakhtinian dialogic perspective and the potential of triadic dialogue for teachers negotiating multiple goals and commitments.

Interchangeable Positions in Interaction Sequences in Science Classrooms

Triadic dialogue, the Initiation, Response, Evaluation sequence typical of teacher /student interactions in classrooms, has long been identified as a barrier to students’ access to learning, including science learning. A large body of research on the subject has over the years led to projects and policies aimed at increasing opportunities for students to learn through interactive dialogue in classrooms. However, the triadic dialogue pattern continues to dominate, even when teachers intend changing this. Prior quantitative research on the subject has focused on identifying independent variables such as style of teacher questioning that have an impact, while qualitative researchers have worked to interpret the use of dialogue within the whole context of work in the classroom. A recent paper offers an alternative way to view the triadic dialogue pattern and its origin; the triadic dialogue pattern is an irreducible social phenomenon that arises in a particular situation regardless of the identity of the players who inhabit the roles in the turn-taking sequence (Roth & Gardner, 2012). According to this perspective, alternative patterns of dialogue would exist which are alternative irreducible social phenomena that arise in association with different situations. The aim of this paper is to examine as precisely as possible, the characteristics of dialogue patterns in a seventh-eighth grade classroom during science inquiry, and the precise situations from which these dialogue patterns emerge, regardless of the staffing (teacher or students) in the turn-taking sequence. Three different patterns were identified each predominating in a particular situation. This fine-grained analysis could offer valuable insights into ways to support teachers working to alter the kinds of dialogue patterns that arise in their classrooms.

Trans/languaging and the triadic dialogue in content and language integrated learning (CLIL) classrooms

ABSTRACTThere has been a rich literature on the role of language in learning and on its role in knowledge (co-)construction in the science classroom. This literature, rooted in social semiotics theories and sociocultural theories, discussed research conducted largely in contexts where students are learning content in their first language (L1). In this paper, we draw on concepts from this literature to analyse science lessons in an L2 (second/foreign language) context and discuss how these concepts can be further built on and extended to understand the role of languaging and translanguaging in knowledge (co-)construction and academic language learning in CLIL (Content and Language Integrated Learning) classrooms, where students are learning content in their L2.

Teaching Language Learners to Elaborate on Their Responses: A Structured, Genre‐Based Approach

AbstractDue to Japanese students' poor record of conversational ability in English in homestay contexts (Pryde, 2014), classroom English language curriculum decisions were reinvestigated in order to better prepare students to participate in study abroad experiences. A genre‐based approach was used to teach and reinforce a conversational structure designed to extend students' second move in the initiation, response, follow‐up (IRF) triadic dialogue. This study discusses how a genre‐based approach can teach language learners to make the most of their role in an IRF‐based conversational framework and specifically investigated the use of an educational tool, termed “quadratic structure,” to improve students' conversational skills, metalinguistic awareness, confidence, and willingness to communicate in the target language. Pedagogical implications for both course design and study abroad are also discussed.

Conversational Patterns of Homestay Hosts and Study Abroad Students

AbstractAlthough the initiation, response, and follow‐up (IRF) conversational structure and the initiation, response, evaluation (IRE) structure, commonly termed “triadic dialogue,” (Lemke, 1990) have been extensively documented in relation to classroom conversational style, there is little research on their distribution during, and impact on, learner speech outside the classroom. Data from 37 conversations, collected over a one‐year study abroad homestay program, were categorized to determine how the conversations functioned as well as to reveal general patterns of language use. Triadic dialogue was discovered to be a common conversational style used between New Zealand homestay parents and their 17‐ and 18‐year‐old Japanese study abroad students. More specifically, the evaluative move was isolated and found to occur often with display questions made by the host, which also functioned to restrict conversation. Hosts initiated 83 times from approximately five hours of recorded conversations: 28 of these initiations were display questions, and 33 were referential questions. Students did not initiate any display questions and initiated 12 referential questions. Both the hosts' conversational dominance and the asymmetrical relationship perpetuated particular conversational patterns commonly framed within the triadic structure (Sinclair & Coulthard, 1975), which data suggested were difficult to break during the study abroad period.

Dynamic Variables of Science Classroom Discourse in Relation to Teachers’ Instructional Beliefs

The current study examines if the occurence of dynamic variables namely, authentic questions, uptake, high-level evaluation and student questions in primary science classrooms vary by teachers’ instructional beliefs. Twelve 4th grade teachers from two different schools volunteered to participate in the study. Data was collected through semi-structured interviews and classroom observations. Both qualitative and quantitative methods were used to determine teachers’ instructional beliefs, classroom practices and dynamic variables of classroom discourse. Results showed that teachers were more teacher-centred in their classroom practices than their instructional beliefs. There were no differences among teachers with different instructional beliefs in terms of the frequency of dynamic variables. Implications for education and research were discussed.

Positive evaluation of student answers in classroom instruction

Within the context of teacher/whole-class instruction sequences, researchers have associated teacher evaluation of pupils’ answers to forms of traditional pedagogic discourse, also referred to as ‘triadic dialogue’, ‘monologic discourse’, ‘recitation’ and ‘Initiation-Response-Evaluation (IRE) sequences’. Teacher evaluation has also been associated with pupils’ low levels of participation. Explanations and solutions offered by prior research are mainly based on functional categories of actions, characterizing forms and functions of teacher questions and follow-up moves in IRE sequences. Using Conversation Analysis to investigate collections of positive evaluations in video-recorded lessons in two primary school classes, we propose an interactional explanation of the phenomenon and of its predominant use. We show that teachers systematically select the formats of their positive third-turn receipts not only to evaluate pupils’ answers for their abstract truth value, but also with respect to the role of each question–answer in the whole activity. We demonstrate that, in this way, teachers convey judgements about the question within the activity; thus, adding a constitutive property to the pedagogic practice and providing students with interpretive resources for a common understanding of pedagogic goals and procedures.

Triadic Dialogue in EFL Classroom: Embedded Extensions

Students learn languages through talking and there is a documented need for more student talk in the classroom. Through talk we learn not only structural components of a language but also the communicative application of it. Can standard classroom speaking strategies, embodied in typical predictable patterns, successfully serve these functions? And to which extent should those traditional patterns allow predictability and control in managing classroom interaction? In this paper the focus is driven towards the ways the classroom teacher can orchestrate and support a kind of classroom discourse that engenders more active student talk that leads to foreign language learning. A particular emphasis is put on the use of the Triadic Dialogue, known as IRF (initiation-response-follow-up) pattern, the value of which has been debated in writings on language education. It has attracted criticism for being ritualistic and restrictive, although recent research has pointed to the range of functions that may be fulfilled by the follow-up move. The paper examines the constituents and possible sub-genres of the three-part classroom exchange and aims to prove that a certain degree of freedom is possible within the constraints of the Triadic Dialogue. Drawing on recorded episodes of teacher-students interaction in adult EFL classroom, the paper will show that the three-part pattern allows spontaneous variations and extensions initiated both by teachers and students. The variety of forms that the basic IRF structure can take enriches the linguistic repertoire of choices in the co-constructed classroom reality.http://dx.doi.org/10.5755/j01.sal.0.18.416

Gifted Is as Gifted Does

In the last decades, interest in instructional process has drawn the attention of linguists to classroomdiscourse studies (Lee, 2007; Chen, 2007; Hall, 2007; Macbeth, 2004). Such growing attention hasbeen attributed to the importance associated with verbal discourse in meaning making (Chin, 2006).Chin further notes that a common ground available in the literature on pedagogical discourse is thethree-turn sequence interaction called "triadic dialogue" (Lemke, 1990 cited in Macbeth, 2004), orInitiation Response Evaluation (IRE) (Menham ,1979 cited in Chin, 2006), or Initiation ResponseFeedback (IRF) (Sinclair & Coulthard, 1975 cited in Macbeth, 2004). In other words, a classroominteraction primarily comprise of three actions: the teacher’s initiation of questions, learners’responses’, and the teacher’s feedback on the correctness of the responses. The three-part move in aclassroom discourse provides teachers the opportunity to ask questions which require predeterminedlow- order cognitive level short answers (Chin, 2006).

DEVELOPING ELEMENTARY TEACHERS’ UNDERSTANDING OF THE DISCOURSE STRUCTURE OF INQUIRY-BASED SCIENCE CLASSROOMS

This study examines the effectiveness of using scholarly descriptions of inquiry-based teaching as a professional development strategy aimed at improving elementary teachers’ social understandings (i.e., how teachers perceive their own and their students’ social roles and relationships in the context of inquiry-based science instruction). The reported findings reveal that, while participating in expert-guided discussions, teachers articulated deeper, theory-based social understandings. Teachers recognized the dialogic nature of initiation–response–feedback, considered the third move in triadic dialogue as multifunctional, identified potential complications of avoiding evaluation, recognized nonverbal means of evaluation, and defined teacher feedback and guidance discursively. Teachers also identified lack of neutrality as having a negative impact on inquiry, considered the implications of verbatim repetitions of students’ responses, and articulated strategies to deal with students’ misconceptions and remain neutral. The significance of this study is that it shows how expert-guided introduction of scholarly descriptions of classroom discourse can serve as effective means to bring educational theory and practice together in the context of professional development and to increase teachers’ awareness of the discourse structure of inquiry-based science instruction.

What's the Use of “Triadic Dialogue”?: Activity Theory, Conversation Analysis, and Analysis of Pedagogical Practices

Developing research methodologies to both understand and describe instructional communication has been a major topic in educational research literature. A key area of study is classroom discourse analysis or classroom interactional analysis. This area covers a wide range of studies that focuses on different aspects of classroom phenomena, depending on the researcher's interest. Interesting as they are, the discourse analysis methods employed in these studies tend to focus more on microanalysis of teacher–student communication/student–student interactions and relationships than on the holistic description and understanding of pedagogical practices and why they are difficult to change. Other quantitative tools (e.g., various classroom-behaviour coding systems) also tend to be piecemeal or fragmented in nature and might not help teachers to capture the dynamics or a holistic view of their pedagogical practices. In this article the analytical tools offered by activity theory and conversation analysis will be drawn upon to develop some practical research tools for conducting analysis of pedagogical practices. I will discuss how some of the activity-theory and conversation-analysis analytical tools can help educational researchers and teachers to both gain a deeper understanding of their pedagogical practices and to analyse for any inherent contradictions and tensions in their practices that could serve as an entry point for initiating pedagogical change to better achieve the educational goals in specific contexts.

Language learning

Language learning